• 한국과학교육학회지
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• 제28권3호
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• pp.211-226
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• 2008

The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

• 한국지구과학회지
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• 제25권3호
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• 한국과학교육학회지
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• 제26권5호
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2006년도 추계 종합학술대회 논문집
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• pp.772-775
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• 2006

현재 많은 대학의 학과 또는 전공에서 절차지향 프로그래밍 언어 및 객체지향 프로그래밍 언어 관련 과목이 개설되어 있지만, 이 두 개념을 비교하면서 서로의 차이점, 장단점을 뚜렷하게 이해할 수 있는 종합적인 과목은 없다. 본 논문에서는 절차지향적 프로그래밍 및 객체지향적 프로그래밍 기법을 비교 및 분석하고, 하나의 수업 상에서 동시에 이를 비교하고 실습을 진행할 수 있는 교과목 자료 및 관련 웹 콘텐츠를 개발하였다. 이를 통하여 각각의 프로그래밍 기법의 이해는 물론, 두 프로그래밍 기법의 장단점 파악 및 응용 활용 능력을 배양할 수 있도록 하였다.

• 한국산학기술학회논문지
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• 제12권1호
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• pp.318-326
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• 2011

본 연구는 절차기술의 객관구조화 진료시험(Objective Structured Clinical Examination)에서 표준화환자가 평가자의 역할을 수행할 수 있는지 알아보기 위해 신뢰도를 평가하는데 그 목적이 있다. 시험의 주제는 남성 도뇨관삽관과 창상드레싱 2가지로 정하고, 2년 이상의 객관구조화 진료시험 채점 경력이 있는 표준화환자와 교수 각 4명을 2명씩 짝을 지워 한 주제 당 표준화환자 그룹과 교수 그룹이 동시에 채점하게 하였다. 표준화환자들에게는 술기의 정의, 방법, 주의점, 후유증에 대한 교육이 이루어졌으며 동영상이 포함된 강의, 교수의 시연 후 표준화환자가 직접 실습해보고 교수로부터 되먹임을 받는 순서로 총 8시간( 주제당 4시간)의 교육이 시행되었다. 8명의 평가자 모두 객관구조화 진료시험 전날 모여 기존의 동영상자료를 이용한 가상 채점으로 1시간동안 채점 표준화를 이루었다. 채점표는 체크리스트 14문항과 총괄평가 1문항으로 이루어졌다. 한 학생당, 주제당 5분간의 시험 후 2분간의 평가가 이루어졌다. 표준화환자와 교수간의 분석은 GENOVA program을 이용하였다. 연구 결과 주제 전체에서 G상수는 0.839, 평가자의 신뢰도는 0.946으로 매우 높았다. 표준화환자그룹과 교수그룹 사이의 평가자간 일치도는 체크리스트에서 0.949, 총괄평가에서 0.908이었다. 따라서 적절한 교육이 선행되어진다면 표준화환자도 절차기술의 객관화진료시험에 신뢰할 만한 평가자로 이용되어질 수 있을 것이다.

• 의학교육논단
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• 제20권3호
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• pp.135-140
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• 2018

In clinical clerkships, residents function as trainees, workers, and teachers for other medical students. Although residents care for patients in harsh environments and encounter precarious patient-safety situations, they are working towards becoming competent specialists. Residency education programs are very important in cultivating specialists able to adapt to the rapidly-changing medical environment, and are also necessary to improve the quality of specialist training. Competent specialists not only need clinical competency, but also a wide range of abilities including professionalism, leadership, effective communication, cooperation, and attention to continuous professional development/continuing medical education activities. Each Korean association of specialties has its own educational goals and standardized education programs to help residents learn specific techniques and competencies related to medical care for patients, though the training environment of each residency is different within each trainee hospital. Although it is also important to evaluate residency education programs, currently there is only an examination of knowledge and assessment of skills based on mini-clinical evaluation exercises or direct observation of procedural skills. In order to develop an objective and estimable evaluation tool that can assess the overall achievement level within each training course, it is necessary to evaluate the knowledge, skills, and attitudes of residents. Residency education programs need further attention and reform.

• 한국융합학회논문지
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• 제10권11호
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• pp.275-282
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• 2019

미래 사회를 살아가야 하는 청소년들에게 사회성은 매우 중요한 역량 중 하나이다. 이 연구는 학생들의 사회성 향상을 위한 대안적 교육방법의 하나로 스마트 기기를 활용한 포럼연극 수업을 제안하고, 이 수업이 사회성 향상에 미치는 효과를 확인하는 것을 목적으로 한다. 연구의 목적을 달성하기 위하여 '디지털 매체 활용 포럼연극 수업설계'를 위한 절차적 모형에 기반하여 수업을 설계 실행한 후 사회적 기술 척도를 활용하여 수업의 효과를 확인하였다. 연구결과, 스마트 기기를 활용한 포럼연극 수업은 총 6차시로 구성('주제 공유하기', '팀빌딩하기, 운영 계획서 작성하기', '문제상황극 시나리오 작성하기', '콘티 작성하기', '문제상황극 상영: 촬영하기', '문제상황극 재상연 및 개입하기') 할 수 있으며, 학생들의 사회적 기술 향상에 긍정적인 영향을 미칠 수 있는 것으로 확인(대응표본 t-test 결과 사회적 기술의 하위 7가지 전 영역에서 모두 유의수준 .05에서 유의미한 차이 발생) 되었다. 참여 학생들의 면담결과를 반영하여 향후 수업의 개선 및 효율적 활용을 위한 필요사항을 제안하였다.

• Journal of Acupuncture Research
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• 제41권2호
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• pp.135-141
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• 2024

The use of ultrasound (US)-guided interventions has rapidly increased in Korean medicine (KM) to ensure the safety and accuracy of invasive procedures, such as pharmacopuncture and acupotomy. Although hands-on training is important for the acquisition of skills, it requires considerable time and cost. A detailed guide on the procedure and treatment regions is needed to ensure hygiene and safety during US-guided procedures in KM practice. In this study, we present the overall procedure, target structures, and treatment approaches of US-guided pharmacopuncture and acupotomy for nerve entrapment in the upper extremities of the cubital and radial tunnel, posterior interosseous nerve, carpal tunnel, and Guyon's canal syndrome. We believe that the findings of our study will serve as a foundation for future clinical research, practice, and education on US-guided KM procedures. Further research involving US-guided interventions should specify target structures in three-dimension to delineate the treatment areas.

• Archives of Plastic Surgery
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• 제45권5호
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• pp.395-402
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• 2018

Increased emphasis on competency-based learning modules and widespread departure from traditional models of Halstedian apprenticeship have made surgical simulation an increasingly appealing component of medical education. Surgical simulators are available in numerous modalities, including virtual, synthetic, animal, and non-living models. The ideal surgical simulator would facilitate the acquisition and refinement of surgical skills prior to clinical application, by mimicking the size, color, texture, recoil, and environment of the operating room. Simulation training has proven helpful for advancing specific surgical skills and techniques, aiding in early and late resident learning curves. In this review, the current applications and potential benefits of incorporating simulation-based surgical training into residency curriculum are explored in depth, specifically in the context of plastic surgery. Despite the prevalence of simulation-based training models, there is a paucity of research on integration into resident programs. Current curriculums emphasize the ability to identify anatomical landmarks and procedural steps through virtual simulation. Although transfer of these skills to the operating room is promising, careful attention must be paid to mastery versus memorization. In the authors' opinions, curriculums should involve step-wise employment of diverse models in different stages of training to assess milestones. To date, the simulation of tactile experience that is reminiscent of real-time clinical scenarios remains challenging, and a sophisticated model has yet to be established.

• 벤처창업연구
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• 제14권3호
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• pp.73-84
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• 2019

국내 중소기업 종사자들은 수십 년의 직장 근무경력에도 불구하고 퇴직 후 직장에서 쌓은 직무역량을 활용한 자영 업종에 진출하지 못하고 있다. 대기업과 달리, 중소기업은 당장 성과에 치중하다 보니 종사원의 중장기적인 직무역량 향상을 위한 시스템을 제대로 갖추지 못하고 있다. 중소기업 종사자들의 직무역량에 영향을 미치는 독립변수를 분석하여 중소기업 인사담당자를 위한 실무적인 시사점을 도출할 필요가 있다. 선행연구에서는 의료, 공무원, IT 등 특정 업종 분야에서 직무역량에 영향을 미치는 독립변수 분석은 있지만, 중소기업 종사자들에 대한 분석은 미흡한 실정이다. 본 연구는 중소기업 일반 종사자들의 직무역량을 종속변수로 하고 이에 영향을 미치는 독립변수를 선행연구에 기초하여 직무 적합성과 조직 공정성으로 설정했다. 이들의 하위 변수로는 직무 적합성에는 지식, 기술, 경험, 욕구를, 조직 공정성에는 분배, 절차, 배치 공정성을 각각 도출하였다. 국내 중소기업 종사자를 대상으로 2019년 2월~3월에 걸쳐 Likert 5점 척도에 의한 설문조사를 진행했으며, 323명으로부터 설문을 회수하여 SPSS와 AMOS 통계패키지를 활용하여 실증 분석하였다. 직무 적합성의 4개 하위 독립변수 가운데, 지식, 기술, 경험은 직무역량에 유의한 영향을 미치는 것으로 나타났고, 욕구는 그렇지 못한 것으로 나타났다. 조직 공정성의 3개 하위 독립변수 가운데, 배치 공정성은 직무역량에 유의한 영향을 미치지만, 분배와 절차 공정성은 그렇지 못한 것으로 나타났다. 중소기업 인사담당자는 채용, 배치, 승진 등 단계별로 지식, 기술, 경험, 배치 공정성 등의 독립변수를 적절히 활용하여 종사자들의 직무역량을 향상할 필요가 있다. 직무역량을 객관적으로 측정하지 못하는 본 연구의 한계를 극복하기 위해 향후 직무역량 모델링 연구가 필요하다.